Im Student Handbook v4 PDF

The University of Edinburgh and Royal
College of Physicians of Edinburgh
Certificate/ Diploma/ MSc
Internal Medicine
(Online/ Distance learning)
Student Handbook
Updated December 2011
internalmeded.org
Email: internal.medicine@ed.ac.uk
MSc Internal Medicine Student Handbook (2011-2012)
Welcome .............................................................................................................................................. 3
Programme overview ..................................................................................................................... 3
Programme structure / credits .................................................................................................. 4
Programme timetable .................................................................................................................... 5
Mode of study and online environment .................................................................................. 7
Online tutorials (Wimba tutorial space) ............................................................................................ 8
Online resources and OpenMed ............................................................................................................. 8
Library facilities and e-textbooks .............................................................................................. 9
Computer requirements ................................................................................................................ 9
Computer and broadband ........................................................................................................................ 9
Software / computer configurations ................................................................................................... 9
Computing assistance.................................................................................................................. 12
Email .................................................................................................................................................. 12
Transferable skills ........................................................................................................................ 12
Programme faculty ....................................................................................................................... 13
Contact information and support ........................................................................................... 13
Assessment overview .................................................................................................................. 15
Late work or extensions for study ......................................................................................... 18
Plagiarism ........................................................................................................................................ 20
Academic regulations .................................................................................................................. 21
Programme governance ............................................................................................................. 23
Graduation ....................................................................................................................................... 24
Disabilities ....................................................................................................................................... 25
APPENDIX 1: Module assessments ........................................................................................ 25
YEAR 1 ........................................................................................................................................................... 25
YEAR 2 ........................................................................................................................................................... 26
Elective Modules ....................................................................................................................................... 26
APPENDIX 2: Module details and learning outcomes ..................................................... 29
CERTIFICATE LEVEL COURSES .......................................................................................................... 29
DIPLOMA LEVEL COURSES ................................................................................................................... 33
Elective Modules ....................................................................................................................................... 36
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Welcome
Welcome to the University of Edinburgh and to the College of Medicine and

Veterinary Medicine. We are very pleased you have chosen to take this degree,
and we very much hope you will enjoy your time studying with us.
You are encouraged to get to know and enjoy working with the other members
of the programme, and so build up your own academic network for the future.
We would like to emphasise that you are not in competition with one another
there is, for example, no limit on the number of distinctions available. Students
should be able to commit 812 hours per week to study.
This handbook is a guide to what is expected of you on the MSc Internal Medicine
and the academic and pastoral support available to you. Please read it carefully.
It will help you to make the most of your time on the programme.
The MSc in Internal Medicine is an online (distance learning) course, completed

part-time over three years. For early-career doctors, the course will provide key
and timely knowledge, enabling the transition from junior doctor to specialty
trainee, and will complement the syllabus for MRCP. Doctors further on in their
careers can update their skills and knowledge with teaching from our expert
tutors.
Disclaimer
Some important general aspects covered in this handbook are amplified in the
Universitys Code of Practice for Taught Postgraduate Programmes,
www.acaffairs.ed.ac.uk/Regulations/CoP/PGT/Index.htm.
This handbook does not supersede the University Regulations, which are
available at www.drps.ed.ac.uk/010-11/regulations/postgrad.php.
We consider it each students responsibility to make themselves familiar with
the contents of this handbook and also the Code of Practice for Taught
Postgraduate Programmes. The information provided in this handbook is
intended to help you avoid unnecessary problems.
Programme overview
Credits allocation
The programme has been divided into a sequence of inter-related modules, a

mixture of compulsory and elective options. The first two years contain a series
of taught 10 and 20 credit modules and are followed by a dissertation for
completion at masters level. The credit allocation is as follows: 60 points for
successful completion of year 1 (6 x 10 credit modules or 4 x 10 credit modules
and 1 x 20 credit module), equivalent to a certificate; an additional 60 points for
6 more 10 credit modules to achieve Diploma level; and a further 60 points
gained on completion of the dissertation, i.e. 180 points in total.
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Programme structure / credits
In the first Year 2 cohort (2012/2013), we will not run the elective modules
marked with an asterisk. In later years, as student numbers increase, all modules
will be available, but students will be asked to rank their elective choices in each
block as first and second choice. We would hope in the majority of cases that
students will be able to do their preferred elective choices.
Year 1
Each 10 credit module will last for five weeks with one week at the end for
self-study/ assignment writing.
Approx. dates
1. Introductory and Generic Skills (10 credits) SeptOct
2. Principles of Clinical Pharmacology (10 credits) OctDec
3. Science of Medicine (pathophysiology) (20 credits) DecMarch
(OR Two clinical modules from Elective Blocks
for students completed MRCP part 1)
4. Principles of Laboratory Medicine (10 credits) MarchMay
5. Imaging in Medicine (10 credits) MayJune
For those entering the first year in 2011 already in possession

of MRCP Part1, there will be the option of doing 2 elective
modules instead of the Science of Medicine course. These
modules will be Renal Medicine and Clinical Education.
Year 2
Students will complete the following compulsory courses:

1 Clinical Skills Principles (examination, communication and SeptOct
procedures)
2 Acute Medicine and Clinical Decision Making (10 credits) OctDec
2.3 Elective Module Block 1 (10 credits): DecJan

Students will choose one of the following options:
a) Cardiology
b) Emerging Infectious Diseases
c) Haematology
d) Neurology
e) Translational MedicineTargeting and Measuring Disease
2.4 Elective Module Block 2 (10 credits): FebMarch

a) Respiratory
b) Diabetes & Endocrinology
c) Global Health*
d) Oncology
e) Palliative Care and Pain Management
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2.5 Elective Module Block 3 (10 credits): MarchMay

a) Clinical Education and Teaching
b) Clinical Genetics*
c) Health Informatics
d) Renal Medicine
2.6 Elective Module Block 4 (10 credits): MayJune

a) Medical Ethics / Medicine and the Law
b) Principles of Quality Improvements in Healthcare / Patient
Safety*
c) Gastroenterology*
d) Medicine of Elderly/ Stroke
Year 3
Students will complete the following compulsory course:

Research Methods (assessed in dissertation) SeptNov
Dissertation (60 credits): a written reflective element/ NovAug

research report of approximately 15,000 words
Elective modules
Whilst we will try to allow students to do their first choice of elective modules
there may be some organisational practicalities that will not always allow this. In
addition, modules will only run if there are at least 3 students interested. Some
of the modules have a maximum student quota also please speak to the course
organisers for further details about this.
Programme timetable
A finalised timetable for each term will be published at the start of the term and sent
to all enrolled students. All modules/events will also be entered into the WebCT
calendar. Any late changes to scheduled tutorials will be advertised on WebCT and
via email.
The course material for the individual weeks will be made available on the first
Monday of the week. Most of this material, including e-lectures and core reading, can
be accessed at any time, so they are not included in the timetable. Any scheduled
events (usually tutorials) requiring fixed time commitment will be shown on the
timetable distributed at the start of each term. Please make every effort to attend
these live tutorials. We do understand that due to time differences, not all students
will be able to attend these tutorials, and they will be archived for future viewing.
At the end of every week, the course content will remain in WebCT for revision
purposes, and will be accessible at any time during the year.
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Timetable for modules that will be taught during the 201112 academic year:
Term 1 12 September 201116 December 2011 (14 weeks)

Term 2 9 January 201230 March 2012 (12 weeks)
Term 3 16 April 201222 June 2012 (10 weeks)
Week Week Beginning Course

0 12 Sept 2011 Introductory Skills and Generic
Freshers Week Skills
1 19 Sept 2011
2 26 Sept 2011
3 3 Oct 2011
4 10 Oct 2011
5 17 Oct 2011
6 24 Oct 2011
7 31 Oct 2011 Principles of Clinical
8 7 Nov 2011 Pharmacology
9 14 Nov 2011
10 21 Nov 2011
11 28 Nov 2011
12 5 Dec 2011
13 12 Dec 2011 Science of Medicine
Xmas holidays 19 Dec9
Jan 2012
14 9 Jan 2012
15 16 Jan 2012
16 23 Jan 2012
17 30 Jan 2012
18 6 Feb 2012
19 13 Feb 2012
20 20 Feb 2012
21 27 Feb 2012
22 5 March 2012
23 12 March 2012
24 19 March 2012 Principles of Laboratory Medicine
25 26 March 2012
Easter Holidays
29 April
26 16 April 2012
27 23 April 2012
28 30 April 2012
29 7 May 2012
30 14 May 2012 Imaging in Medicine
31 21 May 2012
32 28 May 2012
33 4 June 2012
34 11 June 2012
35 18 June 2012
End June External Examiner reviews assignments

July Board of Examiners (2nd week in July)
Release of student results after this
Sept Certificate cohort progress to Year 2
New intake commence Year 1
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Mode of study and online environment
Postgraduate students are expected to be self-directed and motivated. You are

responsible for organising your time and making sure you meet assessment
deadlines and any other requirements.
All of the course content is available online. There is no on-campus participation.
Course homepage
The course homepage can be found at internalmeded.org. You will access all of
the course materials through this page. The homepage will be constantly
updated.
Features include:
Case of the Week: we will present new cases every week and these will
be explored further in the discussion boards. All previous cases will be
archived for future reference.
RSS feeds from leading journals will appear, and we suggest that you
take the opportunity to read any interesting articles that may be
highlighted.
Online textbooks: there are links to the login pages of our two core
textbooks (Oxford Textbook of Medicine and Davidsons Principles and
Practice of Medicine).
Link to the University of Edinburgh library pages
Link to go directly to our Virtual Classroom in WebCT
Information and contact details of the academic team
Virtual classroom (Web CT)
We will be using the online virtual learning environment known as WebCT to

securely store all of the course content. Within this we will be presenting a
number of online learning resources.
Content will be divided into modules, and each module lasts for five weeks, with
a further week at the end for assessment. Each week within the module will
cover a broad topic. Teaching will be delivered in variety of ways:
Pre-recorded e-lectures, which students can view in their own time

Interactive modules
Discussion boards relevant to that weeks teaching
Lecture notes: Text-based document covering specific topic
Various reading materials will also be deposited on WebCT or can be found
through the University library (see later section on Library Facilities).
Online tutorials (see section on Wimba)
Links to relevant online resources
In most modules there will be one or more lectures which frame a particular
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topic and context and introduce key concepts. Students can explore these further
in the literature, interactive resources and tutorials. Students will be encouraged
to contribute to the discussion boards where they share their thinking with other
students. During most weeks there will be interactive online tutorials (see
below) in which students and tutors share information, discuss key issues,
identify learning needs and gaps and benefit from the interaction of the group.
See Computing Requirements for information on accessing and using WebCT.
Online tutorials (Wimba tutorial space)

We will also be using the Wimba platform to provide a virtual tutorial
environment where students can meet for live lectures/tutorials/group
discussions. Wimba allows delivery of face-to-face teaching and encourages a
sense of community in the students. The frequency of these tutorials will vary
depending on the module.
Students are strongly encouraged to attend the live tutorial sessions, but they
will be archived for future viewing for the benefit of any students unable to
attend. There will be an introductory tutorial in Freshers Week so that everyone
has the opportunity to familiarize themselves with the tutorial platform. We
would be grateful if all students could always be present in the tutorial room five
minutes before the tutorial is due to start.
See Computing Requirements for information on accessing and using Wimba.
Online resources and OpenMed

In addition to the core teaching material, we will be encouraging use of open-
access resources that have been released (usually by other teaching or
educational organisations) under creative commons licenses for general teaching
use. We have collated these into different clinical specialties and graded them for
level of user and quality; they can be accessed through the OpenMed website at
openmed.co.uk.
Screen shot of OpenMed:
8
This site will be freely available to anyone in the world, with the aim to
encourage better global medical education particularly in developing countries.
For each specialty area we have grouped resources into a useful learning
pathway or curriculum.
Many of our tutors will be adding and rating resources in their specialty areas
and will point you in the direction of any useful additional resources. Anyone
interested in contributing to the website should contact Dr Eleri Williams.
Library facilities and e-textbooks

Library facilities will be provided electronically through the University of
Edinburgh Library Online. Students will also have access to the physical library
buildings if they do wish to access these in Edinburgh.
The University library will allow access to most journals and online e-textbooks
related to the course. For more information on e-resources access visit
www.ed.ac.uk/schools-departments/information-services/services/library-
museum-gallery/finding-resources/library-catalogues/e-resources
There are two core course textbooks (Oxford Textbook of Medicine and
Davidsons Principles and Practices of Medicine), and all students will have
online access to these texts. To access login pages got to
www.internalmeded.org; individual logins will be issued before the start of the
course.
Computer requirements
Computer and broadband
A computer and internet access (preferably broadband) are required to
participate in the course. A webcam is very useful for full participation in
tutorials but a microphone and headphones will allow voice-only participation.
Software / computer configurations

We will ask you to download some free software and to run configurations to
ensure your computer is set up to run some of the e-learning resources (e.g.
Shockwave player) and virtual tutorial software (e.g. Wimba). You will be given
full details of this prior to commencing the coursesee below for further details:
Flash player
Check you have the latest Flash Player (Version 9 or above)
How do I know what version of Flash Player I have?

Two ways of doing this, either:
a) Right-click any flash object in a web browser
b) Click on Start> Control Panel >Add/Remove Programs.
Click on Adobe Flash Player ActiveX, and then select Click here for support
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information. A dialogue appears that tells you the version of Flash Player
currently installed. Dont hit remove!
If you dont have the latest version, follow this link:

www.adobe.com/shockwave/download.
Wimba Classroom
Ensure that your computer is configured to run Wimba (the online tutorial
software) before starting the course.
We will be using Wimba for the live tutorials. Please use the wizard to check
that your computer and headset are set up for Wimba:
edlive.wimba.com/wizard.
Below is a screen shot for Wimba Classroom. We will talk you through the
features at our first tutorial.
The following are links to demos/videos showing how Wimba Classroom

works:
Wimba basics:
www.youtube.com/watch?v=dkWuhNHoqv8&feature=related
The basics of how Wimba Classroom works:

www.youtube.com/watch?v=iPUVurDaWAE&feature=related
Wimba Classroom: preparing content before a class (for doing presentations):

www.youtube.com/watch?v=Du43n_ie3d4&feature=related
Presenting in a Wimba Live Classroom:

http://www.youtube.com/watch?v=CYJIKoNH0oM&feature=related
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WebCT: your virtual learning environment
You will be given an EASE login when you start the course. This will allow you to
access your email / bulletin boards, etc. through MyEd. In your MyEd portal
homepage under the tab Today you will see a button labelled Launch my
WebCT page. Click on this to access you virtual learning environment (VLE). In
WebCT all the content, files, assignments, discussion boards, lectures, past
tutorials, etc. will be stored and organised in files. The individual module tutors
will guide you through the material. You can also access WebCT via the Virtual
Classroom link on our homepage.
Here is a screen grab from Web CT:
Before you start the course, go to the links below to ensure that your
computer is configured for using WebCT:
Configuring machine and browser settings:

www.ed.ac.uk/schools-departments/information-services/services/learning-
technology/webct/using/tips/general/machine-settings
WebCT help at the University of Edinburgh:

technology/webct/using
WebCT help specifically for students:

technology/webct/using/tips/for-students/1.24615
YouTube video from the University of New Mexico showing the basics of
WebCT:
www.youtube.com/watch?v=WyY5jfmrbdg&feature=related
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Computing assistance
Each student would be responsible for providing their own IT equipment in the
form of a computer, webcam, headset, internet connection, and local software for
tasks such as word processing, and arranging technical support for their
machines. Students will be expected to work from home (or outwith the
University).
Support for Learning Technology and will be provided by the College of Medicine
and Veterinary Medicine, Learning Technology Section and Information Services
(IS) skills.
Email
When you join the University you will get a University of Edinburgh email
account and address which will be used for a variety of essential
communications. You must access and manage this account regularly as
important information from the University will be sent to this address. Failure to
do so will not be an acceptable excuse or grounds for appeal.
If you already have a web-based email account and think you are unlikely to
check your University email account, it is your responsibility to set up a forward
on your University email. You can find on screen instructions on how to do this
at
www.ed.ac.uk/schools-departments/information-
services/services/computing/comms-and-collab/email.
Full details on University Computing Regulations can be found at

www.ed.ac.uk/schools-departments/information-services/computing.
Change of details
It is vital that you inform Registry Services of any change to details. Students can
view the key details held on their student record via MyEd. You are given the
opportunity to check and amend your details annually via your Registration
Forms, but details can be changed at any time using the online form found here:
www.registry.ed.ac.uk/ease_secured/recordchangeform.cfm.
Transferable skills
IT Training: Students can access additional courses, sources and resources from
the IS skills website : www.iskills.is.ed.ac.uk.
These include Skillsoft (business skills, IT), Netskills (Web technologies,
information skills, e-learning) and Microsoft (Microsoft products including Office
2007, some in foreign languages).
New students at the University of Edinburgh also have access to the ISIS
(Information Skills and IT Skills) Web CT course. We strongly recommend
that students complete this at the start of the course. This can be accessed from
the WebCT channel in MyEd (see section on Mode of Study) and provides
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information about finding reading materials, keeping your work safe,

understanding plagiarism, posters and presentations, citing works, etc.
Transkills training
Transkills run a range of personal and professional development training

courses for students across the University. For further information please visit
www.transkills.ed.ac.uk/services.htm.
Programme faculty
The Internal Medicine MSc is run by the University of Edinburgh in partnership
with the Royal College of Physicians of Edinburgh.
Programme director
The programme director is Professor Neil Turner.
Course organisers
Eleri Williams (Lecturer in Internal Medicine) has responsibility for the day-to-
day running of the course, and should be the first point of contact for all
students.
The course administrator is Emma Farrell.
Associate tutors
Associate tutors with specialist expertise will be invited to contribute/run

modules in their specialty areas. Some modules will be run by staff from other
MSc courses operating within the University, e.g. health informatics, emerging
infectious diseases, medical education (students will essentially transfer to these
courses for those modules).
Most of the tutors are working in specialty areas either within the University of
Edinburgh or within the NHS. All have great experience in the teaching and
training of doctors.
Contact information and support

The programme director is responsible for the smooth running of the MSc in
Internal Medicine including responsibility for the admissions to the programmes,
plus coordination of teaching inputs, examinations, programme evaluation, and
curriculum development. The programme director is also there to facilitate your
orientation and smooth progression through the degree, from initial induction to
subsequent course choice, and the transition into the dissertation stage and to
the successful completion of the degree.
13
The programme director is also available as a first line of pastoral support and is
usually designated as the supervisor for all students on the programme; when
you progress to the dissertation stage, a new supervisor suitable for your chosen
dissertation topic may be allocated.
It is your responsibility to inform the programme director immediately of any

problems that are interfering with your coursework or progress through the
programme, including any religious or medical requirements that might affect
your participation in any aspect of the programme.
Programme director: Course organiser/lecturer in

Professor Neil Turner Internal Medicine:
The University of Edinburgh Dr Eleri Williams
47 Little France Crescent The University of Edinburgh
Edinburgh 47 Little France Crescent
EH16 4TJ Edinburgh
Tel: +44(0)131 242 9167 EH16 4TJ
Email: neil.turner@ed.ac.uk Email: eleri.williams@ed.ac.uk
Course administrator: University emergency contact:

Emma Farrell 24hr telephone line:
The University of Edinburgh 44 (0)131 650 2257
47 Little France Crescent
Edinburgh
EH16 4TJ
Tel: +44(0)131 242 9167
Email: emma.farrell@ed.ac.uk
Postgraduate College Office: Course homepage:
College of Medicine and Veterinary internalmeded.org
Medicine
Postgraduate Section University course page:
The University of Edinburgh www.ed.ac.uk/clinical-
The Chancellors Building sciences/internal-medicine
49 Little France Crescent
Edinburgh EH16 4SB RCPE homepage:
www.rcpe.ac.uk
Hours: 9-5pm, Mon-Fri
Tel: 44 (0)131 242 6460

Fax: 44(0)131 242 6479
mvmpg@ed.ac.uk
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Assessment overview
Purpose
Each module will be individually assessed using one or more of the following
formats. The style of assessment has been chosen to best complement the taught
material and learning outcomes.
Summative assessments
Summative assessments will take the form of either:

MCQ style exams to assess knowledge based subjects
Case based long questions to assess diagnostic and clinical skills
Formal written assignments (short referenced essays) to encourage self-
directed learning and reflective practice
Short clinical case reports and review articles in a style suitable for
publication in a non-specialist journal
Literature review reports (as though reviewing a paper for potential
journal submission)
Formative assessments
Formative assessments will be carried out for some of the courses (usually
constituting a small part of the overall grade) and will take into account
participation in:
Online discussion, tutorials and group work

Virtual journal clubs
Formal written assignments should be:
A4 format with easily-readable font (e.g. Times New Roman 12pt, Arial
10pt)
With a structure, style and authorial voice consistent with the related
literature i.e. try to imagine your work might be published and read by
peers in the academic community
Appropriately referenced
Any figures or tables should be clear and referred-to in the text
The header or footer of each page should include page numbers &
identification
You should include a cover page containing the title, the name of the
course, the date of submission, word count and personal identification
It should be uploaded to the Internal Medicine website/ VLE in pdf format
A plagiarism declaration must be completed for each submitted assignment
The detail of assessment for each of individual course modules is discussed in

more detail in APPENDIX 1.
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Dissertation in third year (up to 15,000 words)
The award of the Master of Science (MSc) in Internal Medicine will be

confirmed following the successful submission of a thesis of approximately
15,000 words. The thesis will demonstrate the students ability to complete a
piece of objective research, which may be in the form of an extended clinical
audit, a laboratory based project, a systematic review, or similar in any area of
internal medicine. Methodology may use qualitative, mixed method or
quantitative techniques. The student will be allocated an individual tutor/
supervisor based at the University of Edinburgh, and we would aim to find
people with appropriate specialist interest in the areas required. Candidates will
however be encouraged to work closely with senior staff in their home
institutions, with mutually beneficial fostering of suitable academic links
between the University of Edinburgh and medical institutes worldwide.
The submission of the thesis (as per University regulations) on an agreed topic
must normally be within 36 months of initial registration. Requests for an
extension to the period of study must go through the Programme Director as a
formal request to the College Postgraduate Studies Committee. Forms for this
purpose, and for interruption of studies due to special circumstances, are
available from the course organizer.
The final thesis will be in two forms: a printed document that will be marked and
lodged in the university library, and an electronic version which will be set in the
course archive for reference by future students.
Students must ensure that their submitted dissertation meets the following
criteria:
15,000 words or less (excluding references)
A4 portrait format with appropriate margins
Easily-readable font and font size (e.g. Times New Roman 12pt, or Arial
10pt)
Appropriate referencing in Harvard or Vancouver style (note if Reference
Manager or EndNote are used for references all field codes must be
removed)
Care should be taken to appropriately reference any previously published
material to avoid plagiarism and / or infringement of copyright
A concise abstract of the dissertation
Any figures or tables should be clear and referred-to in the text
Appropriate permission should be obtained to reproduce copyrighted or
patient-sensitive images prior to submission
A title page containing the title of thesis; authors name and matriculation
number; the date of submission; and MSc Internal Medicine and The
University of Edinburgh.
Electronic submission as a Word or pdf document
Submission before deadline (this will confirmed at a later date)
Accompanied by a plagiarism declaration
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The University Common Postgraduate Mark Scheme for dissertations
Mark % Grade Description

90-100 A1 An excellent performance
80-89 A2 Satisfactory for Distinction
70-79 A3
60-69 B A very good performance
50-59 C A good performance, satisfactory for a
masters degree
40-49* D A satisfactory performance for the
diploma, but inadequate for a masters
degree
30-39** E Marginal Fail***
20-29 F Clear Fail***
10-19 G Bad Fail***
0-9 H
These points relate to the Dissertation

*A mark of 4749 may be used to denote the possibility that by minor
revision the work may be upgraded to masters standard
** A mark of 3739 may be used to denote the possibility that by minor
revision the work may be upgraded to diploma standard
*** In those programmes where a diploma may be awarded for the taught
component only, a failed dissertation may be put aside and the diploma
awarded.
Progression and distinction
Candidates gain the given number of credits required for a degree award
incrementally in each academic year. Credits required are as set out in the
Scottish Qualifications Framework and incorporated into the Universitys
Curriculum Framework. Progression on the programme is dependent on
satisfactory performance at each level of the award.
Students may choose to graduate after one year with a postgraduate certificate
(60 credit points), or after the second year (120 credit points) entitling them to a
postgraduate diploma.
Year 1: During the first year, the student is required to complete (to the
satisfaction of the Board of Examiners) all compulsory modules (with the option
of replacing the Science of Medicine course with two elective modules from year
2). On satisfactory completion of year 1, they can leave the programme with a
Certificate in Internal Medicine, or progress to the second year.
All students who obtain a mark of greater than or equal to 40% are entitled to
progress into the diploma year. Individuals failing to attain this grade will be
deemed to have failed the programme.
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Year 2: Students who have passed all courses (6 x 10 credit modules) at 50% or
above are entitled to progress into the masters year. Individuals who have an
average of 4049% will be awarded a postgraduate diploma. Students who fail
their second year will leave the programme at this point with the award of a
postgraduate certificate having attained sufficient credits for this award during
their first year.
Year 3: Students who achieve 50% or more in the masters dissertation will be
entitled to graduate with a masters degree. Individuals who fail to achieve 50%
will leave the course with the award of a postgraduate diploma. Students who
achieve a mark of at least 70% on all courses on the programme will be awarded
a masters with distinction.
This programme will adopt progression criteria in accordance with the

Universitys regulation should they change (we understand that these are being
reviewed currently and are awaiting formalisation).
All 10-credit courses have equal weighting. The 20-credit Science of Medicine
course will have double the weighting to the other 10-credit modules. Taking
this into account, the assignment marks in each year will aggregated by
averaging. Sufficiently high marks must be achieved at the first sitting in the first
year (certificate) to allow progression to the second year (diploma) (see above).
The diploma will be marked by two Internal Examiners with quality assurance
and check-marking by the External Examiner. The provisional marks and marker
comments will be discussed by the Board of Examiners and a decision taken as to
the mark awarded and feedback to be given to the candidate. Only one
submission of a dissertation (or any of the other assignments) is permitted.
Possible judgements on the dissertation include:
Satisfactory (grade C or above), Unsatisfactory (grade D or below), or

Borderline Unsatisfactory (grade Dmay be awarded the MSc provided
certain minor deficiencies and imperfections are corrected within 10 working
days). Note that major correction and resubmission is not permitted under
University regulations (see below).
Students achieving at least 70% (Grade A) for the dissertation and an average
close to 70% for the rest of the assignments will be awarded masters with
distinction. For those electing to leave the programme after two years with a
diploma, an average assignment mark of 70% or more will earn the award of
diploma with distinction.
Late work or extensions for study
Submission dates
You will be given submission dates for coursework at the start of each module.
Submission dates for assessment work and assignments dates must be strictly
18
adhered to for a number of reasons, including fairness to other students.

Consideration of late work lies with the Board of Postgraduate Studies and not
with the Programme Directors.
Normally a penalty of 5% loss of points will be imposed per day of late
submission up to the end of the fifth day.
If circumstances or major events such as change of work, marriage, bereavement

or illness occur, a letter to the Board of Postgraduate Studies (BPGS), via the
programme director, asking for an extension will normally be treated
sympathetically providing that this is done before the submission date.
Work that is late for some other reason, (run out of time, for example) must be
accompanied by a letter of explanation of circumstances, and will be considered
by the Board of Examiners (BoE). The BoE decide if the assignment will be
accepted and not the course director.
Students suffering from illness during any assessment should obtain a medical
certificate from their doctor as soon as possible and report the situation to the
course organiser, who should bring evidence of illness or other mitigating
circumstances to the attention of the board of examiners.
Interruptions of study
An interruption of study concession is applicable where a student is unable to

work on the thesis for a significant period of time due to circumstances that are
largely beyond their own control. Periods of interruption do not count towards
the students total permitted period of study and do not incur any additional fees
or charges.
These circumstances can include, amongst others,
Medical and health problems

Personal and family problems
Bereavement
Problems experienced because of failure of university equipment or lack
of access to equipment for good reasons that are beyond the control of the
student
Changes to UK Border Agency regulations now mean that the University will not
accept retrospective Interruptions to Study (IoS) of more than 30 days. So that
UK/EC students and students on study visas are treated the same this will apply
to all students. Students should be encouraged to request an IoS as soon as it is
apparent that it is justified, rather than waiting to submit a retrospective one at a
later date.
Appeals procedure
An academic appeal is a "...request for a review of a decision of an academic body

charged with decisions on student progression, assessment and awards..."
19
(Quality Assurance Agency, or QAA, Scotland). At the University of Edinburgh,

the academic body would normally be the Board of Examiners.
Any student wishing to submit an appeal must have legitimate grounds for doing
so, namely one or both of the following:
(a) Substantial information directly relevant to the quality of performance in

the examination which for good reason was not available to the examiners when
their decision was taken.
(b) Alleged irregular procedure or improper conduct of an examination. For

this purpose conduct of an examination includes conduct of a meeting of the
Board of Examiners.
An appeal cannot be lodged until the decision being appealed has been ratified
by the appropriate Board of Examiners.
There are strict timescales for the submission of academic appeals:
Final Year Student / Graduate Continuing Student

6 weeks after results issued 2 weeks after results issued
Late appeals may be considered where there are special circumstances in

relation to the late submission of the appeal. A subcommittee of the Appeal
Committee can consider whether late appeals are allowed to progress.
Further guidance and information about the appeals procedure can be found at
www.docs.sasg.ed.ac.uk/AcademicServices/Regulations/AcademicAppealRegula
tions.pdf
Plagiarism
Plagiarism is the act of copying or including in ones own work, without
adequate acknowledgement, intentionally or unintentionally, of the work
of another, for ones own benefit. Plagiarism is a serious disciplinary
offence and even unintentional plagiarism can be a disciplinary matter.
The University of Edinburgh has always taken a strong stand against plagiarism
and cheating, and penalties are severe. Please make yourself familiar with the
regulations at
www.docs.sasg.ed.ac.uk/AcademicServices/Discipline/PlagiarismStudentGuidan
ce.pdf
College Policy is that as a minimum the first piece of a students coursework

should be put through Turnitin (plagiarism software) and feedback given to the
student.
20
Academic regulations
Details of the University of Edinburghs Academic Regulations are available
online at
www.ed.ac.uk/schools-departments/academic-services/students/postgraduate-
taught
and
www.ed.ac.uk/schools-departments/academic-services/policies-regulations
There you will find regulations relating to the structure and delivery of this and
other programmes, assessment, complaints, discipline and a number of other
issues which sometimes arise. The University considers the following documents
to be essential reading for all students prior to embarking on their studies, and
for both staff and students.
Student will be expected to be familiar with these regulations in the event of an

appeal. Many of the regulations and issues are already covered elsewhere in this
handbook, such as the Universitys common marking scheme, but we have
highlighted a few pertinent aspects for your attention below.
Degree Regulations and Programmes of Study (DRPS)
University-wide and programme-specific regulations are available at

www.drps.ed.ac.uk.
The University adheres to the Scottish Credit and Qualifications Framework

(SQCF, www.scqf.org.uk). Two SCQF credit points are generally equivalent to one
point in the European Credit Transfer System (ECTS).
The basic structure of the MSc programme is outlined in the Degree Programme
Table, which has been agreed at high level and will not change without
consultation.
Postgraduate assessment regulations
General University-wide regulations relating to all aspects of assessment are

available at www.drps.ed.ac.uk/10-11. These include the following:
1.13 External examiners have the right to see all assignments and coursework.
3.3 Marks given for assignments during the year are provisional and may be
modified when considered at the meeting of the Board of Examiners.
10.5 The Board of Examiners, in determining the final award, may have exercised
discretion by taking into account additional relevant information (e.g.
contribution to group work, formative assessments, attendance, etc.).
3.6 Students are only permitted one assessment attempt for courses at Scottish
Credit and Qualification Framework level 9 and above [i.e. any University degree
programme. Masters is at level 11 of the SCQF.]
4.4 A dissertation may be judged by the Board of Examiners as satisfactory
[award of MSc] or unsatisfactory [award of the diploma only]; alternatively they
may decide that the student should be awarded the MSc provided certain minor
deficiencies and imperfections are corrected. The time allowed for such minor
21
corrections is not more than 10 working days. Major revision and resubmission
of a dissertation is not allowable.
5.1 It is the students responsibility to ascertain his/her assessment deadlines.
7.1 The dissertation constitutes more than one-sixth of the final overall
assessment and will therefore be double-marked [for best practice we typically
double-mark all assignments, although this is not a requirement]
7.4 Where practicable, assignments should be marked anonymously. Please use
your unique examination number from your matriculation card for assignments,
rather than your name or matriculation number.
Code of practice for taught postgraduate programmes
This in no way supersedes the above University regulations, but acts as a guide
to required practice based upon the Universitys regulations and reasonable
expectations. It is available from
www.acaffairs.ed.ac.uk/Regulations/CoP/PGT/Index.htm and includes the
following:
1.2 The postgraduate student is expected to take full advantage of the facilities,
teaching and supervision offered, and to keep the Programme Director informed
of any circumstances affecting his/her academic performance.
4.2.1 Properly constituted staff/student liaison committee meetings are
conducted at least twice in each year. (You are also likely to be asked for
feedback by programme faculty from time to time, and to respond to the
University annual questionnaire for taught postgraduate students. Please
participate!)
5.1 A comprehensive range of both academic and pastoral support services exist
at University, College and School levels. Their purpose is to enable students to
make the most of their programme and to avoid or overcome difficulties. (These
include study skills, tutorial assistance, library resources, IT support,
transferable skills development, provision for disabled students, pastoral
support and committees to consider special circumstancesinformation and
contacts for all of them are available through the University website. Please ask
the Programme Director if you have difficulty finding them.)
7.2.3 Students have responsibilities to meet their supervisors regularly and to
hand in material at agreed times. Students should be made aware that approval
by a supervisor, and the following of the advice and guidance of the supervisor
carries no guarantee of success at examination (of the dissertation).
8. Progress to the dissertation component is conditional on a good performance
in continuous assessment and examinations at the first attempt.
8.6 Where work is not submitted on time, students will be penalised (normally
by deducting marks) unless there are extenuating circumstances.
9.2 Each degree programme should have at least one elected student
representative whose names are available on school notice-boards.
10.3 A candidate has the right to lodge an appeal against the results of an
examination. The formal grounds under which a postgraduate appeal may be
considered are:
a) Substantial information directly relevant to the quality of the performance in
the examination that for good reason was not available to the examiners when
their decision was taken; or
22
b) Alleged irregular procedure or improper conduct of the examination. Any

appeal must be submitted in writing to the University Secretary as soon as
possible (usually less than 6 weeks).
10.4 University regulations on student discipline can be found at
www.ed.ac.uk/schools-departments/academic-services/staff/discipline/code-
discipline
10.6 Be aware of the services and support offered by Edinburgh University
Students Association (EUSA, www.eusa.ed.ac.uk). Representation and informal
feedback from any student is welcome by this group at any time.
Appendix I: It is the duty of all students to observe those parts of the University
Health and Safety Policy relevant to their own work: see www.safety.ed.ac.uk
Appendix II: The University (staff and students) must comply with the Data
Protection Act 1998. Further information can be found at
www.recordsmanagement.ed.ac.uk.
Please note: This programme handbook in no way supersedes University

regulations, but seeks to interpret and apply these and to provide further
information relating to this particular programme.
Those entering Year 3 (dissertation) of the programme will also be expected to
follow the Universitys Code of Good Practice in Research, available from
www.ukrio.org.
Programme governance
Governance
The Programme Director and all staff involved in the MSc in Internal Medicine
report to the dedicated Curriculum and Assessment Committee (CAsC). This
group reports to the Postgraduate Studies Committee (PGSC) for the College of
Medicine and Veterinary Medicine. The Curriculum and Assessment Committee
are responsible for all decisions about programme outcomes, content,
assessment and evaluation, and make recommendations for the constitution of
the Board of Examiners and appointment of External Examiners.
Current constitution of these groups is as follows:
Curriculum and Assessment Committee
Neil Turner(Chair), Eleri Williams, Marshall Dozier (Library Services), Helen

Cameron (Centre for Medical Education), Tim Squires (Biomedical Teaching
Organisation), Peter Leslie (NES), Elait Tait (RCPE), Mike Jones (RCPE) Kerri
Baker (RCPE) and Lauren Johnston-Smith (Post graduate Office).
Board of Examiners
Professor James Garden will chair the Board of Examiners. Further members of
the board have not been appointed at the time of writing.
23
External examiner
The external examiner has not been appointed at the time of writing.
Student feedback and course evaluation
Student feedback provides invaluable input to the review and development of

curriculum and course organisation. At the beginning of the session students will
be asked to elect programme representatives, the representatives can raise
issues of general concern on behalf of their class. However all students should
feel free to approach staff at any time throughout a session.
Students will be invited to take part in the Postgraduate Taught Experience

Survey (PTES) run by the University of Edinburgh together with the Higher
Education Academy. The overall aim is to identify, at both local and national
level, areas where improvements could be made and efforts targeted to further
enhance the provision of taught degree programmes. A high response rate is
necessary to obtain robust results, so participation is very important and would
be greatly appreciated.
A student representative sits on the College Postgraduate Taught Committee.

They are able to raise concerns and issues which they may feel may be relevant
to this Committee. Representatives are also welcome to participate in the
Edinburgh University Students Association. Informal feedback is welcome at
any time.
Graduation
All students intending to graduate must register by completing an online
graduation registration form. The form should be submitted as soon as possible,
but no later than 3 weeks before your ceremony. Any form submitted after this
deadline will not be processed and graduation will be deferred until the next
appropriate set of ceremonies.
A registration fee of 40 is payable on first graduation from The University of

Edinburgh in respect of life membership of the General Council, the statutory
body comprising all of the Universitys graduates. Students will be required to
pay this fee at the same time as they register to graduate (those graduating with
a PG Certificate or PG Diploma do not need to pay this). Students who, for any
reason, do not wish to attend a ceremony (graduate in absentia) may do so but
must still complete an online graduation registration form in order to receive
their award certificate.
Please be aware that if it is your intention to graduate at the above ceremony,

any outstanding debts to the University must be paid to the Finance Office 21
days prior to the Graduation Ceremony.
Further information on Graduations can be found at

www.registry.ed.ac.uk/Graduations.
24
Disabilities
Please note, if you have a disability that may affect your studies the University of
Edinburgh Disability Office can offer support to students with a wide range of
impairments and difficulties, including dyslexia, autism, sensory impairments,
mobility impairments, mental health problems and medical conditions like
asthma and diabetes. The Disability Office can assess your requirements and
request adjustments and support you may need or negotiate specific assessment
and exam arrangements. Assistance can only be offered if you have declared a
condition or disability on your application form or have contacted the
Disability Office
6-8 South College Street
Edinburgh
EH8 9AA
Email: disability.office@ed.ac.uk
Website: www.ed.ac.uk/schools-departments/student-disability-service
APPENDIX 1: Module assessments

YEAR 1
1: Introductory Skills (10 credits)
Students will be asked to complete online tutorials and interactive modules in
various transferable skills (see below). Use of WebCT and associated IT skills are
also requirements of the course. Assessment will be through an online journal
review and basic statistics multiple choice questions.
2: Principles of Clinical Pharmacology (10 credits)

Formal summative written assessments of clinical case scenarios will constitute
90% of the students grade. Online assessment (participation in interactive
modules, discussion boards and group work) will constitute the other 10% of the
overall course grade and is taken to represent a formative assessment of
learning throughout the programme.
3: Basic Medical Sciences (or 2 additional specialty modules from Year 2

see below) (20 credits)
This module will cover a lot of hard factual material and is best assessed by a
formal summative, multiple-choice-question (MCQ) exam. This is also the style of
assessment favoured by the Royal College of Physicians for assessing part 1
MRCP. Students will appreciate being tested in this way as it also covers material
similar to that required for RCOP exams.
4: Principles of Laboratory Medicine (Clinical Biochemistry, Haematology

and Pharmacology) (10 credits)
Formal summative written assessment will constitute 100% of the students
grade (online clinical case scenarios and MCQs).
5: Imaging in Medicine (10 credits)
25
Formal summative assessment will constitute 100% of the students grade. This
will be a written assignment (MCQ) based on clinical cases and radiology theory
and will be submitted online.
YEAR 2
1: Clinical Skills (examination, communication skills and practical
procedures) (10 credits)
grade. This will be partly MCQ-based (medical procedures and clinical signs) and
partly a more discursive written paper. The discursive paper will cover unusual
clinical scenarios, difficult patient consultations and aspects of good and bad
communication, possibly involving video clips.
2: Acute Medicine and Clinical Decision Making (10 credits)

Formal summative written assessment of clinical case scenarios will constitute
90% of the students grade. Online assessment through discussion boards and
group work (wikis) will constitute the other 10% of the overall course grade and
is taken to represent an assessment of learning throughout the programme.
Elective Modules
BLOCK 1
3: Cardiology
4: Haematology
5: Neurology
(see below for assessment details for clinical modules)
6: Translational Medicine: Targeting and Measuring Disease (10 credits)

Formal summative written assessment (essay) will constitute 50% of the
students grade. Short-answer questions will make up another 20% of the grade.
Online assessment through discussion boards and group work (wikis) will
constitute the other 30% of the overall course grade and is taken to represent a
formative assessment of learning throughout the programme (more details in
programme proposal document).
7: Emerging Infectious Diseases (EMND 11006)

Students will transfer to the Emerging and Neglected Infectious Diseases course
(ENID) to complete this module. Course assessments are discussed in the ENID
course module documents (EMND 11006).
BLOCK 2
8: Diabetes and Endocrinology
9: Respiratory
10: Oncology
11: Global Health (10 credits)

Students will transfer to the Global Health MSc for this module. Materials and
assessment will be guided by the Global Health MSc syllabus. Formal summative
26
written assessment will constitute 50% of the students grade. This is a written
assignment critically reviewing a specific current global health problem. Online
assessment in the form of discussion boards/ tutorials and group work and
participation will constitute the other 50% of the overall course grade. This is
taken to represent a formative assessment of learning throughout the
programme.
12: Palliative Care and Pain Management (10 credits)

grade. The written assignment should review aspects of palliative care
management and should be considered in a specific clinical scenario.
BLOCK 3
13: Renal Medicine
14: Clinical Genetics
15: Health Informatics (10 credits)

Students will transfer to the Health Informatics MSc for this module. Materials
and assessment will be guided by the Health Informatics MSc syllabus. In
general, course assessments relate to the learning outcomes. Summative works
will be approximately 3,000 words in total and will be approved by the Health
Informatics Programme Committee, on the recommendation of the Course
Convener. Combined with formative assessments, it may incorporate one or
more of the following:
* essay style analysis or commentary

* scenario analysis
* critical/significant incident analysis
* reflective practice accounts
* individual presentations
* multiple-choice questions
* other relevant assessments
16: Clinical Education and Teaching (10 credits)

Students will transfer to the Clinical Education MSc tutors for this module.
Materials and assessment will be guided by the Clinical Education MSc syllabus.
grade. This will be a reflective piece of around 2,000-2,500 words entitled, for
example: "Take a learning outcome from your own clinical area and discuss how
you would teach, assess and evaluate it; explaining and justifying the reason for
your choices". It should be in a formal academic style, appropriately formatted
and referenced.
BLOCK 4
17: Gastroenterology
18: Stroke
27
19: Medicine Ethics and Medicine and the Law (10 credits)
grade. This will be a written case assignment based on a particular patient-
focused ethical situation and submitted online. Discussion boards and tutorial
contributions will constitute the other 30% of the overall course grade which is
also taken to represent a formative assessment of learning throughout the
programme.
20: Principles of Quality Improvement in Healthcare and Patient Safety (10

credits)
Formal summative written assessment, a written assignment based on a clinical
case, will constitute 90% of the students grade. Online assessment through
participation in discussion boards, group work (wikis) and interactive materials
will constitute the other 10% of the overall course grade and is taken to
represent a formative assessment of learning throughout the programme.
ALL Clinical Specialty Modules (10 credits each)

Clinical Modules will be offered in the following specialties within each elective
block as described above.
Within each specialty module students will be assessed by means of:
Critical appraisal of recent journal articles (50%) through a combination

of online journal clubs and written online journal article appraisal forms.
Students will be encouraged to produce either a short PowerPoint
presentation, podcast or audio lecture that can be put online for peer and
tutor assessment. This piece of work also encourages development of
skills in IT and presentation.
A formal written assessment (50%) either in the form of
A case report (usually an unusual or rare diagnosis or treatment

option) from their own work experience
A short review article discussing a specific sub-specialty topic (e.g.
insulin pump therapy in diabetes, the use of MRI scanning in
cardiology). This piece should be written in a style appropriate for
a general medical (non-specialist) audience.
The formatting should be suitable for formal publication and should contain an
appropriate review of the literature. Tutors and fellow students will grade
presentations with marks allocated in a 60% (tutor) to 40% (student) ratio.
28
APPENDIX 2: Module details and learning outcomes

CERTIFICATE LEVEL COURSES
Course name: Introductory Skills
Course Level: SCQF level 11
Credit Points: 10
Prerequisite: University of Edinburgh Masters entry requirements
Corequisite: Compulsory for Year 1 of this programme
Student Load: Approximately 10-14 hours a week (includes online talks
and independent study such as reading, engaging with
online resources and assessment activities)
Assessment: Formal summative written assessment (practical online
exercises on statistics and literature searching) will
constitute 100% of the students grade.
Course description
This programme ensures that the student is equipped with the IT, literature
researching and basic statistical skills necessary to cope with the activities
planned in later modules. Writing skills, awareness of issues relating to
plagiarism and referencing will be introduced. Appropriate use of referencing
software will also be demonstrated and encouraged. Online tutorials and advice
about using WebCT and Wimba will be delivered.
Students will be expected to actively use these tools throughout the course to
create pieces of solo and group work, for example making presentations,
reviewing journal articles and writing short review articles. The tools and
resources available to perform thorough and accurate literature researching
both within the University library services and on the internet will be
introduced. How to conduct literature appraisal and the concept of evidence-
based medicine will also be discussed. Students will receive some initial
information on statistics that will be developed in later modules. The
Universitys librarians and a team for transferable skills will be working to tailor
this module to students needs.
Intended learning outcomes

At the end of this course candidates should be able to conduct a literature search
and critically review research and statistics used in clinical research. They
should be happy using the WebCT and Wimba platforms and the functions
therein. Good writing skills will also be starting to develop.
The candidate should:

Understand how to navigate WebCT, use discussion boards and play
online lectures.
Understand how to review a clinical research paper (critical appraisal).
Be familiar with the common methodologies used to design research
studies and the benefits of each.
Understand the concept of evidence-based medicine.
29
Understand what is meant by plagiarism and be aware of the Universitys

policy on this.
Understand how to reference a document and be familiar with a suitable
software programme.
Understand basic statistical principles and concepts to the level required
for interpretation of most mainstream research publications (this will be
further developed in Year 3).
Course name: Principles of Clinical Pharmacology

Credit Points: 10
Prerequisite: University of Edinburgh, Masters entry requirements
Assessment: Formal summative written assessment will constitute 90%
of the students grade (clinical case scenarios). Online
assessment (participation in interactive modules,
discussion boards and group work) will constitute the other
10% of their overall course grade and is taken to represent
a formative assessment of learning throughout the
programme.
Course description
This programme aims to ensure that practitioners have a sound understanding
of basic pharmacology principles and practices. Pharmacodynamic and
pharmacokinetics principles will be taught using clinical examples. Reasons for
individual variation, drug monitoring, and types of adverse drug reactions will be
discussed using interactive and problem-based scenarios. Students will also
learn and reflect on medication compliance: why medication errors occur and
how safe prescribing guidelines can be formulated. Students will increase
knowledge and understanding of drug regulation in the UK and internationally.
Students will gain a good understanding of the mechanisms of action and effects
of recreational misused drugs. They will discuss common clinical toxicology and
poisoning case scenarios, developing analytical reasoning to aid diagnostic and
management decisions.

At completion of this course the candidate should have sufficient understanding
of the basic principles of pharmacology to guide prescribing in a general medical
setting. Students should be able to diagnose and initiate appropriate treatment
for common clinical toxicology presentations and understand why good
prescribing practices are required to ensure patient safety. The basic framework
of medicines managementinternationally, nationally and locallyshould be
appreciated.
30
Understand basic principles of dose adjustment, pharmacokinetics and

pharmacodynamics.
Understand the factors contributing to individual variation including
consideration of patients with organ failure and pregnant women.
Understand types of adverse drug reactions and why they occur.
Understand factors contributing to poor medication compliance.
Understand why medication errors occur, the impact they can have, and
be able to theorise about practice to improve safe prescribing.
Be aware of the effects and side effects of common recreational drug
misuse.
Have the ability to diagnose and treat common presentation to a
toxicology unit.
Course name: Science of Medicine

Credit Points: 20
Corequisite: This is one of two options for Year 1 of this programme
Assessment: Formal summative written assessment will constitute 20
credits (100%) of the students grade. This will be in the
form of a MCQ exam.
Course description
This programme aims to ensure that practitioners have a sound anatomical and
physiological basis for treatment of common medical conditions encountered in
adult acute and general medicine.

On completing this course the candidate should understand the anatomy,
physiology and pathological processes that are important for the common
diseases encountered in general medicine. Existing University of Edinburgh
anatomy, physiology and pathology online e-learning tools will be utilised in
combination with core reading (available in e-book format) as well as external
resources to guide students through the various body systems. This module has
been designed using priorities set out in Davidsons Principles and Practices of
Medicine and requirements for MRCP part 1 exam.
The candidate should understand the physiology, anatomy and common

pathological processes involved in key medical specialities, namely:
Cardiology (10%)*
Clinical Haematology and Oncology** (10%)
Clinical Sciences (cell, molecular and membrane biology, clinical anatomy,
clinical biochemistry and metabolism, clinical physiology, genetics,
immunology) (10%)
Dermatology (5%)
Endocrinology (10%)
31
Gastroenterology (10%)
Neurology (10%)
Renal Medicine (10%)
Respiratory Medicine (10%)
Rheumatology (5%)
Tropical Medicine, Infectious diseases and sexually transmitted diseases
(10%)
*Percentages represent approximate time devoted to each specialty.
**Understanding of Clinical Haematology and Biochemistry will be developed
further in Principles of Laboratory Medicine.
Course name: Principles of Laboratory Medicine

Course level: SCQF level 11
Credit points: 10
Student load: Approximately 10-14 hours a week (includes online talks
Assessment: Formal summative written assessment (clinical case
scenarios and MCQs) will constitute 100% of the students
grade. More details are available in the programme
proposal document.
Course description
This course aims to ensure that practitioners have a sound understanding of the
laboratory techniques used to aid in the diagnosis of common general medical
problems. Key clinical cases will be used to improve understanding in each of the
disciplines; microbiology, haematology and biochemistry. Students will discuss
how to interpret a blood film, diagnose coagulation disorders, make a
microbiological diagnosis and conduct simple biochemistry assays.
This module will also cover hospital-acquired infection, resistance patterns, lipid
metabolism, porphyrias and some of the more unusual diagnoses requiring
clinical biochemistry input. It will cover common clinical pitfalls and will be
largely taught by way of problem-based learning using clinical scenarios.

On completing this course the candidate should have a basic understanding of
the techniques used in laboratory medicine to aid in the diagnosis of clinical
conditions.

Understand various methods used to conduct biochemistry assays
(ELISAs, immunoassays, etc.) and the benefits and disadvantages of each.
Be able to interpret most commonly used biochemical tests and
understand their limitations.
Gain an appreciation of clinical scenarios that might result in spurious
results.
32
Understand various methods used to diagnose common haematological

conditions and coagulation problems.
Be able to interpret common abnormalities on a blood film.
Be able to diagnose some common microbiological infections from
examination of culture dishes.
Have an appreciation of the other common techniques used in
microbiological and virology diagnosis such as PCR.
Course name: Imaging in Medicine

Credit points: 10
Assessment: Formal summative assessment will constitute 100% of the
students grade. This will be a written assignment of MCQs
based on clinical cases and radiology theory, submitted
online.
Course description
This course aims to ensure that the candidate will have a good understanding of
the principles and practice of clinical radiology. They will gain understanding
about the physical properties and risk of x-rays, and discuss the benefits and
disadvantages of the various modalities and techniques used in medical imaging.
They will gain experience in the interpretation of clinical radiology images
through the use of clinical case scenarios. This will focus on conditions
encountered in the acute and general medical setting.

On completing this course the candidate should have an understanding of the
principles and various techniques involved in imaging patients in a modern
healthcare environment. They should be able to interpret x-ray images to
diagnose the common conditions encountered in acute and general medicine
using clinical case scenarios.
The student should:

Understand how x-rays work, the physical principles and the risks.
Understand the main imaging modalities used in modern healthcare and
the limitations of each.
Develop the skills to diagnose some common clinical conditions
encountered in the general medical setting (through the interpretation of
images from plain x-rays, CT scanning and MRI).
DIPLOMA LEVEL COURSES

Year 1 should have equipped the student with knowledge surrounding the basic
anatomy, physiology, and pathophysiology of most common medical conditions
33
encountered in internal medicine. Elements of therapy and research methods

have been introduced through the pharmacology and introductory courses.
Year 2 will allow the students to develop increasing generic skills essential for
good clinical care, diagnosis and clinical management. Aspects of this year have
been designed with the MRCP part 2 and PACES curriculum in mind.
Students will now also be introduced to increasingly complex clinical problems

based in specialty areas. While some specialty courses are compulsory, there will
also be options for elective modules thus allowing students to develop deeper
knowledge in areas where they may wish to sub-specialise in their future
careers.
Study will now focus more on the diagnosis of the illness or condition and
ongoing management including recognised treatment options. Each course will
cover current concepts of prevention, treatment and rehabilitation where
relevant.
Course name: Clinical Skills Principles (Examination, Communication

and Procedures)
Credit points: 10
Corequisite: Compulsory for year one of this programme
Assessment: Formal summative written assessment will constitute
100% of the students grade. (A written assignment using
online reporting forms, based on video clips discussing
aspects of good and bad communication.) An online MCQ/
written assessment about medical procedures and
examination.
Course description
This course aims to ensure that the candidate understands how to examine
patients appropriately and thoroughly and will make use of virtual examination
resources such as virtual stethoscope. The theory underpinning good
communication with patients will be discussed and described (as well as shown
on video) using examples of good and bad consultations. Common ward-based
medical procedures that middle grade doctors need to be familiar with will be
covered using interactive tools to demonstrate the anatomy and clinical risks
associated with these procedures. Additional resources (such as MOCK PACES
exams) will be available at this stage and later in the course for those attempting
MRCP part II (PACES).

On completing this course the student should know how to examine a patient
competently and understand what makes a good patient consultation. Students
34
should also be familiar with the theoretical and anatomical knowledge required
to perform common medical procedures (e.g. central line insertion, arterial line
insertion, lumbar puncture, ascitic drainage, chest drain insertion, bone marrow
biopsy).
The student should:

Understand the theory behind good communication with patients.
Understand the anatomy, principles and risks associated with common
ward-based medical procedures, namely lumbar puncture, central line
insertion, chest drain insertion, bone marrow biopsy, arterial line
insertion and ascitic drainage.
Understand the process involved and the benefits of a well-conducted
clinical examination.
Course name: Acute Medicine and Clinical Decision Making

Credit points: 10
Prerequisite: Satisfactory completion of the Certificate year of Internal
Medicine programme
of the students grade (clinical case scenarios). Online
assessment (discussion boards and group work wikis) will
constitute the other 10% of their overall course grade and
is taken to represent a formative assessment of learning
throughout the programme.
Course description
This course aims to ensure that the candidate understands how to manage the
majority of common emergency medical admissions and will be taught using
clinical case scenarios. It will also look at clinical decision making in the acute
medical context. Clinical decision making is an important but often neglected
part of healthcare provision today. Psychologists have studied the process of
decision making for over half a century and identified a number of theoretical
frameworks that could explain the behaviours employed by physicians. This
research can be applied to everyday clinical situations to analyse the effect on
the level of patient care. This course will explore the underlying theories and put
them into context.

On completing this course the student should have a broad knowledge of how to
diagnose and treat common medical emergencies. They should be able to
recognise and assess the sick patient, know how to perform advanced life
support and how to implement ongoing care. Students should understand the
main philosophical theories and processes that are relevant to clinical decision
making. Barriers to effective decision making in a clinical environment will be
35
considered as well as ways to overcome them. Patient safety will be discussed

more broadly and there will be an examination of how clinical processes could
be improved.
The student should:

Understand how to diagnose and treat common emergency medical
presentations.
Understand how to recognise a sick patient and when to call for help.
Understand how to perform basic and advanced life support.
Understand how to continue care for a patient once the emergency has
been handled.
Understand some of the main theoretical models of decision making.
Understand the role of decision making in a clinical environment and
barriers to effective clinical decision making.
Consider how patient safety may be compromised by poor decision
making and ineffective healthcare environments, and create strategies to
overcome these.
Elective Modules
Students will choose one module in each of the four elective module blocks.
ELECTIVE BLOCK 1
Students will choose one of these modules in either a clinical specialty (below) or
palliative care and pain management.
Course name: Specialty Modules in Clinical Topics: either Cardiology,

Haematology or Neurology
Credit points: 10 credits
Prerequisite: Satisfactory completion of the Certificate year of the
Internal Medicine programme
Corequisite: Elective module, block 1, Year 2 of the programme
Assessment: Formal summative written assessment (a case report or
specialist review article) will constitute 50% of the
students grade. Online assessment incorporating a variety
of activities (participation in discussion groups/ wikis,
online presentation/ review of journal articles, submission
of literature appraisal forms, etc.) will constitute the other
50% of the overall course grade. This is also taken to
represent a formative assessment of learning throughout
the programme. More details are available in the
programme proposal document.
Course description
36
This course will allow students to develop a deeper level of knowledge and
understanding in specialty areas of their choice. Individual specialty tutors will
use increasingly complex clinical case studies to broaden knowledge. Tutors will
guide students to appropriate seminal publications in the specialty and
encourage them to present and review recent journal article in a group setting
(online journal club). Online publication review forms will be used to assess
literature evaluation skills.
Historically important, controversial, topical and novel papers will be discussed.

Students writing skills will be developed through formative assessments (a case
report or review article) which should contain an appropriate review of the
literature in the specialist area. Students are encouraged to publish these pieces
of work where possible.

On completing the course students should have a deeper knowledge and
understanding of these specialty areas of medicine through discussion of
complex clinical cases. They will also develop generic skills in literature
evaluation, presentation, writing and publishing.
The student should:

Understand the presentation, management and treatment of the common
conditions encountered in a specialist area of medicine.
Have an awareness of the seminal publications in a specialist area of
medicine.
Have the skills to critically review a journal article.
Be able to write a short article in a style appropriate for medical
publication.
Course name: Translational Medicine: Targeting and Measuring

Disease
Course UoE code: TRME 11003
Credit points: 10
Corequisite: Elective module for block 1, Year 2 of this programme
Assessment: Formal summative written assessment (essay) will
constitute 50% of the students grade. Short answer
questions will contribute 20% of the grade. Online
assessment (discussion boards and group work wikis) will
constitute the other 30% of the overall course grade and is
taken to represent a formative assessment of learning
throughout the programme. More details are available in
the programme proposal document.
37
Course description
There have been enormous advances in biomedical sciences in recent decades. In
the post-genomic era there is rapid advancement in understanding biological
mechanisms, especially at the molecular and biochemical level. New biological
and clinical tools and technologies, coupled with bioinformatic approaches, are
heralding a global and comprehensive analysis of fundamental molecular and
cellular processes.
This course describes the spectrum of scientific and clinical measurements

required in Translational Medicine research for the identification and definition
of disease. Investigators have access to a research toolbox containing an
increasingly wide range of technologies for high throughput molecular and
cellular readouts. As well as identifying specific gene targets, these technologies
are used to generate molecular signatures or barcodes, which permit
sophisticated analysis of underlying biological pathways and networks.
In addition, genomic and proteomic signature patterns are also important for the
definition of biomarkers which are utilized for monitoring pathogenesis and
treatment of disease. These biomarkers are increasingly employed by the
pharmaceutical industry in drug discovery and development strategies.
Nevertheless, full definition of disease requires manipulation and measurement

of biological processes at all levels in the hierarchy. The role of genomic,
proteomic, cellular and imaging technologies will be covered in relation to
translational medicine. Further to this, there will be an overview of in vivo
clinical and physiological measurements, as employed in translational research.
Intended learning outcomes:

To place against the hierarchy of systems a series of relevant tools used in
Translational Medicine.
To describe the basis for, and the applications of, modern techniques in
Translational Medicine including:
o Genomics
o Transcriptomics
o Proteomics
o Metabolomics
To describe the principles and appropriate deployment of imaging tools
including: X-ray, computerised tomography, magnetic imaging, functional
magnetic resonance imaging, magnetic resonance spectroscopy, positron
emission tomography, nuclear medicine imaging, ultrasound scanning
and contrast agents for ultrasound.
To be able to give examples of key in vivo clinical and physiological
measurements employed in Translational Research.
During the course, participants will:

Experience a patient journey through presentation, diagnosis,
investigation and treatment using the new tools available in the age of
Translational Medicine and Personalised Medicines.
38
Obtain hypothetical results from the deployment of a section of these

tools to address the Translational Medicine problem presented.
Review depth of expertise at different levels of the hierarchy systems.
Course name: Emerging Infectious Diseases

Course UoE code: EMND 11006
Credit Points: 10
Corequisite: Elective module for block 1, Year 2 of this programme
Assessment: Course assessments relate to the learning outcomes (see
EMND 11006). Formal summative written assessment will
constitute 60% of the students grade. Online assessment
will incorporate a variety of activities will constitute 40% of
the overall course grade and is taken to represent a
formative assessment of learning throughout the
programme.
Course description: See EMND 11006

This course aims to promote an understanding of the emergence of infectious
diseases, the risk factors of disease emergence and the implications for disease
surveillance and control in public health. The content will include a review of
current legislation aimed at monitoring and controlling these diseases.
Intended learning outcomes: See EMND 11006

At the completion of this course the candidate should understand the process of
disease emergence and have a good appreciation and be able to assess
The risk factors for disease emergence.
The effect of globalisation, increasing human population pressure and
habitat encroachment on the host range of existing animal diseases.
The importance of disease detection, identification and monitoring in
public health and the gaps in current health systems approaches.
The importance of public perception and political commitment for the
surveillance and control of emerging diseases.
The factors influencing whether an emerging disease is controlled or
becomes endemic/epidemic as illustrated by different emerging diseases
(STDs, HIV/AIDS, avian influenza, SARS, Ebola).
ELECTIVE BLOCK 2
Global Health or Translational Research
Course name: Specialty Modules in Clinical Topics Respiratory,

Diabetes and Endocrinology, or Oncology
39

Corequisite: Elective Modules
of literature appraisal forms, etc.) will constitute 5 credits
(50%) of the overall course grade and is taken to represent
programme (more details in programme proposal
document).
Course description
understanding in speciality areas of medicine of their choice. Individual
speciality tutors will use increasingly complex clinical case studies to broaden
knowledge. They will guide students to appropriate seminal publications in their
speciality and encourage them to present and review recent journal articles in a
group setting (online journal club, e.g. using Wimba). Online publication review
forms will also be used to assess of literature evaluation skills.

Students writing skills will also be enhanced through the formative assessments
(a case report or review article), which should contain an appropriate review of
the literature in their specialist area. Students will be encouraged to publish
these pieces of work where possible.

At the completion of the course the students should have a deeper knowledge
and understanding of these speciality areas of medicine through discussion of
The student should:

medicine.
Have the skills to write a short article in a style appropriate for medical
publication.
40
Course name: Palliative Care and Pain Management

Credit points: 10
Corequisite: Elective module for block 2, year two of this programme
100% of the students grade (a written assignment
reviewing aspects of palliative care management that
should be considered in a specific clinical scenario).
Course description
This course will provide a detailed knowledge and understanding of palliative
care through the study of case scenarios, online lectures and background reading
with the aim of improving clinical management of patients requiring end of life
care and symptom management. This course will specifically cover; an
introduction to palliative care, recognising and managing the end-of-life
experience, talking and planning for death, communicating well with patients
('the difficult conversation'), policy and practicalities of achieving a good death
for all, and spiritual dimensions of dying in pluralist societies. In additional
aspects of symptom control will be covered with material relating to the
pharmacology of analgesia, the analgesic ladder, breakthrough pain and the
Liverpool care pathway.

At the completion of the course the candidate should have an improved
perception of who would benefit from palliative care management and the wide-
ranging factors that need to be considered when dealing with dying patients. In
addition practical guidance will be given about how to manage symptoms
effectively.
The student should:

Understand what palliative care is and who might benefit (including
recognising the dying patient).
Understand the theory behind communicating bad news sensitively.
Understand the importance of managing end-of-life issues well, and be
aware of policies and guidelines that may help achieve this.
Understand the need for sensitivity with regards to spiritual and cultural
needs of patients.
Be aware of the main classes of drugs used for symptom control and their
appropriate use and escalation.
41
Course name: Global Health

Credit points: 10
of the students grade. Online assessment (discussion
boards, group work wikis, and participation in interactive
activities) will constitute the other 50% of their overall
course grade and is taken to represent a formative
assessment of learning throughout the programme (more
details in programme proposal document).
Course description
Health is one of the most important challenges facing developing
countries. Despite considerable medical advances, over six million people die
each year from malaria, HIV/AIDS, and tuberculosis. Meanwhile, smoking and
obesity, traditionally viewed as problems associated with "industrialised"
countries, are now significant public health problems in developing countries.
Good health is essential for economic development and poverty reduction, and
therefore tackling disease and ill health is of global importance. This course
discusses some of the common global health problems taking examples from
various countries. It discusses potential strategies to deal with the global burden
of disease.

At the completion of the course the candidate should:
Understand the common and important illnesses threatening the
population at a global level.
Understand the key organisations involved in global health strategies.
Have an appreciation of the medical impact of environmental disasters
and the strategies to deal with this.
Understand various wideiranging strategies to deal with global health
issues.
42
ELECTIVE BLOCK 3
Clinical Education and Teaching, or Health Informatics
Course name: Specialty Modules in Clinical Topics in either Renal

Medicine or Clinical Genetics
Corequisite: Elective Module, block 3, year 2 of the programme
of literature appraisal forms, etc.) will constitute 5 credits
(50%) of the overall course grade and is taken to represent
programme (more details in programme proposal
document).
Course description
speciality and encourage them to present and review recent journal articles in a
group setting (online journal club, e.g. using Wimba). Online publication review
forms will also be used to assess literature evaluation skills.


The student should:
43

medicine.
publication.
Course name: Health Informatics (Introduction)

Credit points: 10
Assessment: Course assessments relate to the learning outcomes.
Summative work will be approximately 3,000 words in
total and be approved by the Health Informatics
Programme Committee on the recommendation of the
Course Convener. Combined with formative assessments, it
may incorporate one or more of the following:
* Essay-style analysis or commentary
* Scenario analysis
* Critical/Significant incident analysis
* Reflective practice accounts
* Individual presentations
* Multiple Choice Questions
* Other relevant assessments
Course description
The purpose of this introductory course is to explain the origins, key
components and current state of Health Informatics. It also introduces the
building blocks of Health Informatics at theoretical and applied levels. The
course takes a systems approach to and critical analysis of the complex adaptive
systems needed for effective healthcare delivery.

Apply critical systems thinking to health informatics problems.
Appraise the mechanisms for organising information and critically
evaluate knowledge management methods.
Describe the key applications of Health Informatics.
Evaluate the stages in Health Informatics development and the scope and
diversity of the field.
Critically discuss the role of a socio-technical perspective on the
development and future evolution of the electronic health record and
other structures within Health Informatics.
44
Critically discuss factors influencing the development of Health

Informatics.
Course name: Clinical Education and Teaching

Credit points: 10
100% of the students grade. This will be reflective piece of
around 2,000-2,500 words entitled "Take a learning
outcome from your own clinical area and discuss how you
would teach, assess and evaluate it, explaining and
justifying the reason for your choices". It should be in a
formal academic style, appropriately formatted and
referenced.
Course description
This course will provide knowledge surrounding the principles of teaching and
learning within clinical settings. It will discuss theoretical knowledge (learning
theories) and practical skills relating to teaching styles and techniques. Students
will learn how to implement teaching successfully within an organisation, and
gain an appreciation of tools for assessment. They will be encouraged to reflect
on how they will use these in their own practice.

Understand commonly described learning theories.
Be familiar with a variety of teaching tools and styles, reflecting on the
benefits and disadvantages of each.
Have an awareness of various tools used for assessment and the pros and
cons of each.
Understand what is meant by problem-based learning and how it may
enhance teaching.
Understand commonly used techniques for clinical teaching such as
OSCE/ mini CEx and the principles governing their success.
45
ELECTIVE BLOCK 4
Medical Ethics/ Medicine and the Law or Principles of quality improvements in
healthcare/ patient safety
Course name: Specialty Modules in Clinical Topics either

Gastroenterology OR Medicine of Elderly and Stroke
Pre-requisite: Satisfactory completion of the Certificate year of the
Co-requisite: Elective module for block 4, year two of this programme
specialist review article) - will constitute 50% of the
student's grade. Online assessment will incorporate a
variety of activities participation in discussion groups/
wikis, online presentation/ review of journal articles,
submission of literature appraisal forms etc. will constitute
5 credits (50%) of the overall course grade and is taken to
represent a formative assessment of learning throughout
the programme (more details in programme proposal
document).
Course description
speciality and encourage them to present and review recent journal article in a
group setting (online journal club) (e.g. using Wimba). On-line publication
review forms will also be used to assess of literature evaluation skills.

The student should:

conditions encountered in a specialist area of medicine
46

medicine
Have the skills to critically review a journal article
publication
Course name: Medicine Ethics/ Medicine and the Law

Credit points: 10
of the student's grade (this will be a written case
assignment based on a particular patient focused ethical
situation, submitted online). Discussion boards, and tutorial
contributions will constitute the other 30% of their overall
assessment of learning throughout the programme.
(more details in programme proposal document).
Course description
This course aims to ensure that the candidate have a good grounding in medical
ethics and the common medico-legal issues that are likely to be encountered in
the adult general medical setting. Consent to medical treatment, refusal of
medical treatment, withholding and withdrawing care, medical negligence,
patient confidentiality, human rights, mental capacity and ethics surrounding
mental health will be discussed. Ethical aspects of social care of elderly patients,
end of life care and ethics of research will also be covered. Because of the
international studentship of the course, discussion will refer to UK law, but tends
towards philosophical principles than specific UK legislation.

At the completion of the course, the student should have an understanding of the
legal, philosophical and ethical framework relating to contemporary medical
issues, illustrated with relevant case studies to guide their clinical practice.
The student should:

Understand how ethical principles and medical legislation vary across the
world and how international human rights legislation may impact on
medical practice
Understand the process and implications of consent
Understand the implications of withholding or withdrawing medical
treatment
Understand the meaning of medical negligence
Understand the principles surrounding patient confidentiality
47
Understand the principle surrounding mental health issues and

incapacity
Understand the ethical issues arising in social care of the elderly and in
end of life decisions
Gain an awareness of ethical principles governing medical research
Course name: Principles of Quality Improvement in Healthcare and

Patient Safety
Credit points: 10
of the student's grade (a written assignment based on a
clinical case). Online assessment (participation in
discussion boards, group work (wikis) and interactive
materials) will constitute the other 10% of their overall
assessment of learning throughout the programme.
Course description
This module discusses the increasingly important question of quality
improvement in healthcare and patient safety. It will assess the impact of
healthcare infrastructure on patient management. It looks at ways of achieving
the best clinical standard possible within budgetary restriction and within
inflexible large organisations. This module will allow students to take a step back
from the immediate clinical environment and consider how healthcare can be
improved at an organisational level. This is increasingly important skill to
develop as doctors advance into managerial roles during their careers.

Students should understand the main philosophical theories and processes that
are relevant to quality improvement and patient safety taught through clinical
scenarios and problem based learning. They will understand the barriers to
quality improvement in a large healthcare system and consider way to overcome
these. They will discuss patient safety more widely including the role of
regulatory bodies and examine how processes could be improved.
The student should:

Understand some of the main theoretical concepts surround patient
safety and quality improvement.
Understand about the organisational structure of large healthcare
systems like the NHS
Understand the role of individuals in influencing quality improvement.
48
Understand how patient safety may be compromised by poor decision-

making and ineffective healthcare environments
Understand strategies to overcome these barriers.
49

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The University of Edinburgh and Royal

College of Physicians of Edinburgh

Certificate/ Diploma/ MSc

Updated December 2011

Welcome to the University of Edinburgh and to the College of Medicine and

The MSc in Internal Medicine is an online (distance learning) course, completed

The programme has been divided into a sequence of inter-related modules, a

Programme structure / credits

For those entering the first year in 2011 already in possession

Students will complete the following compulsory courses:

2.3 Elective Module Block 1 (10 credits): DecJan

2.4 Elective Module Block 2 (10 credits): FebMarch

2.5 Elective Module Block 3 (10 credits): MarchMay

2.6 Elective Module Block 4 (10 credits): MayJune

Students will complete the following compulsory course:

Dissertation (60 credits): a written reflective element/ NovAug

Term 1 12 September 201116 December 2011 (14 weeks)

Week Week Beginning Course

End June External Examiner reviews assignments

Mode of study and online environment

Postgraduate students are expected to be self-directed and motivated. You are

Virtual classroom (Web CT)

We will be using the online virtual learning environment known as WebCT to

Pre-recorded e-lectures, which students can view in their own time

See Computing Requirements for information on accessing and using WebCT.

Online tutorials (Wimba tutorial space)

See Computing Requirements for information on accessing and using Wimba.

Online resources and OpenMed

Screen shot of OpenMed:

Library facilities and e-textbooks

Software / computer configurations

How do I know what version of Flash Player I have?

If you dont have the latest version, follow this link:

The following are links to demos/videos showing how Wimba Classroom

The basics of how Wimba Classroom works:

Wimba Classroom: preparing content before a class (for doing presentations):

Presenting in a Wimba Live Classroom:

WebCT: your virtual learning environment

Here is a screen grab from Web CT:

Configuring machine and browser settings:

WebCT help at the University of Edinburgh:

WebCT help specifically for students:

Full details on University Computing Regulations can be found at

information about finding reading materials, keeping your work safe,

Transkills run a range of personal and professional development training

The programme director is Professor Neil Turner.

The course administrator is Emma Farrell.

Associate tutors with specialist expertise will be invited to contribute/run

Contact information and support

It is your responsibility to inform the programme director immediately of any

Programme director: Course organiser/lecturer in

Course administrator: University emergency contact:

Tel: 44 (0)131 242 6460

Summative assessments will take the form of either:

Online discussion, tutorials and group work

Formal written assignments should be:

The detail of assessment for each of individual course modules is discussed in

Dissertation in third year (up to 15,000 words)

The award of the Master of Science (MSc) in Internal Medicine will be

The University Common Postgraduate Mark Scheme for dissertations

Mark % Grade Description

These points relate to the Dissertation

Progression and distinction